译中中译题目会话含义理论在英语听力教学

IowemygreatestthankstomysupervisorLiYeforherinsightfulguidance,scholasticdisciplineandconstructivecriticismwithoutwhichIneverwouldhavebeenabletohaveenoughcouragetowriteandcompleteathesis,whatIthink,oneofthemostchallengingtopics.Duringthetimeofwritingthisthesis,sheofferedunflaggingencouragementandsoundadviceineverystepofmyway.WheneverIencounteredanydifficulty,shewasalwaystheretohelpmeout.Iwanttoexpressmydeepestrespectandappreciationtoherforherenormouscontributionsintime,energy,andeclecticexpertisethroughtheentireprocess.Inaddition,myspecialthanksaregiventomyfamilyandfriendsfortheirgeneroushelpandconstantsupport.TheApplicationofConversationalImplicatureinTeachingofCollegeEnglish-ListeningComprehension:Currentlanguageteachingispayingmoreandmoreattentiontocommunicativefunctionoflanguageandtheabilityofusinglanguageinreallife.ThelisteningproficiencyinfluencestheimprovementoftheEnglishlevel.IntheprocessofEnglishteaching,thegoaloflisteningteachingistocultivatethestudents’listeningcomprehension,makingstudentsgraspthespeakers’andattitudeandjudge,yze,inferandsummarizespeakers’utnce.However,intheactualteaching,itisfoundthatmanystudentsjustunderstandthesentencemeaningratherthantheutncemeaning,whichcausesthestudents’deviationofunderstandingthespeakers’realintention.Grice’sconversationalimplicaturetheorypaysattentiontothephenomenonofconveyingmorethanwhatissaid.Therefore,thisthesiswillyzethematerialstoshowtheimportanceoftheconversationalimplicaturetheoryincollegeEnglishlisteningteachingonthebasisofGrice’sconversationalimplicaturetheoryandcooperativeprincipleandthefours(ty,quality ,relationandmanner).ItishopedtohelpcollegestudentstoimproveEnglishlisteningcomprehension.:Conversationalimplicaturetheory;collegeEnglish;listeningTableof in in………………..............Tableof I ture TheTheoryofConversational Grice’stheoryofconversational Grice’scooperative ConversationalImplicatureandTeachingofCollegeEnglish–Listening CurrentsituationofteachingofcollegeEnglish–listening Problemsoftraditionalteaching Misunderstandingoflistening TheapplicationofconversationalimplicatureinteachingofcollegeEnglish–listeningcomprehension TheapplicationoftyinteachingofcollegeEnglish–listening TheapplicationofqualityinteachingofcollegeEnglish–listening TheapplicationofrelationinteachingofcollegeEnglish–listening TheapplicationofmannerinteachingofcollegeEnglish–listening IInEnglishteaching,theteachingoflisteningcomprehensionisyingamoreandmoreimportantrole.OneofthegoalsofcollegeEnglishlisteningteachingistocultivatestudents’listeningcomprehensionwhichcontainsgrasthespeakers’andattitudesothatstudentscanlearntojudge,yze,inferandsummarizespeakers’utnce.However,intheprocessoflisteningteaching,studentstendtopickupthelilmeaning,buttheycannotunderstandthespeakers’impliedmeaning.Therefore,thecorrectjudgmentcannotbereached.Howtosolvethisproblemhas eadifficultpointinEnglishlisteningteaching.Indailyconversation,speakers,outofdifferentpurposes,oftenexpresstheirrealintentiontactfullyinanindirectmanner.Therefore,theinconformitybetweenthesentencemeaningandtheut ncemeaningoccurs.InCET-4andCET-6,collegestudentshavetoyzethespeakers’descriptionandthenanswerthequestionsfollowedaccordingtothecontextintheThisthesisisbasedonGrice’sconversationalimplicapturetheory.Inthefirstpartofthisthesis,abriefintroductionaboutthisthesiswillbedone.ItconcludestheimportanceofthecollegeEnglishlisteningteachingandtheimportanceofconversationalimplicature.Liturereviewisarrangedinthesecondpart,inwhichthedevelopmentofthepreviousstudiesontheapplicationofconversationalimplicatureincollegeEnglishlisteningteachingathomeandabroadispresented.Inthethirdpart,thisthesisintroducesGrice’sconversationalimplicatureandcooperativeprincipleindetail.Grice’sconversationalimplicaturetheorypaysattentiontothephenomenonofconveyingmorethanwhatissaid.Thecooperativeprincipleconcludesfours,thatis,ty,quality, andmanner.Theconversationalimplicaptureisusuallycausedbytheviolationofthefours.Thepartisthemajorpartofthisthesis.ThecurrentsituationofEnglishlisteningteaching,thatis,problemsoftraditionalteachingmethodandmisunderstandingoflisteningmaterial,willbepresentedinthispart.ThetheoryofconversationalimplicapturewillbeappliedinconversationsthroughdifferentkindsofexamplesinCET-4andCET-6.Finally,itisaconclusion,asummaryofthisthesis.Ithopedtomakesomecontributionstoimprovingcollegestudents’EnglishlisteningII turePragmaticsdidnotappearasanindependentbranchoflinguisticsuntil1960sand1970s.Asabranchofpragmatics,thetheoryofconversationalimplcaturehasexperiencedalonghistory.However,itwasnotuntil1967thatthetheorywasformallybroughtupbyGrice.Fromthenon,thetheoryofconversationalimplicaturehasbeengrowingquicklywiththespreadofpragmatics.Thesubjectofconversationalimplicatureinferencedrawsmanyattentionsfromscholarsinthelinguisticfield.Bouton(1988)suggeststhatstudents’unawarenessofaparticularculturemaycausehimtoderivedifferentinterpretationofculture-specificimplicature.Bouton(1990)findsthatnearlynoattentionatallispaidtoraisingthestudents’awarenessofimplicature.Hemaintainsthatimplicaturecanandshouldbetaughtintheclassroom.Sincetextbooksdonotpresentsuchinstruction,hesuggeststhattheinstructorsshouldberesponsiblefordevelosuitablematerials.InBouton’slaterstudies,hefindsthatnon-nativespeakerscaninterpretimplicaturebetterafter17and33monthsintheUS,thatstudentswhohadsixhoursofexplicitinstructionofconversationalimplicaturedidseemtohelp,thoughnotallofthestudentsimprovedequallyandthatthe“ty”and“Relation”implicaturewereeasiertoteach.Buckhoff(2004)exploresexplicitlythereasonswhyconversationalimplicatureshouldbetaughttonon-nativespeakers.In,thestudyofconversationalimplicatureisattractingmoreandmoreelites’attention.Inthepast20years,therearemanyscholarswhohaveshowntheirinterestinthesubjectofconversationalimplicature.Theearlystudiesconcentratedontheintroductionofthetheories.Thelatestresearchesbegintoapplythetheoriestoteachingoflisteningcomprehensionandtrytoworkoutthepedagogicalimplicationsthatareapplicablein.Li(2003)makesonestudyontherelationshipbetweentheconversationalimplicatureandlisteningcomprehension.Shepointsoutthatabidingbysofconversationalimplicaturewillhelpstudentstohaveabetterperformanceinlisteningcomprehension.He(2003)studiestheinfluenceofconversationalimplicatureandlisteningcomprehension.Theauthorsuggeststhatitisnecessarytorevealtherulesandcharacteristicsofthecommunicativeintentionconveyedindiscoursesonthebasisofthetheoriessuchasconversationalimplicature.TheauthorconsiderstheconversationpartincollegelisteningcomprehensionastheweakpointincollegeEnglishteaching.Ifwepaymoreattentiontothetheoryofconversationalimplicature,wecanbuildupcoherencebetweentheseeminglydisconnectedspeechesandgrasptherichcontentsembodied.ThiswillhelpmoveawayoneoftheobstaclesinlisteningcomprehensionandhelpstudentstoimprovetheirperformanceinlisteningComparedwithothertheories,Grice’stheoryofconversationalimplicatureismoreinvitingforitscloserelationshipwithpractice.Basedonthebackground,thisthesisstudieshowthetheoryofconversationalimplicaturecanbeusedincollegeEnglishlisteningIIITheTheoryofConversationalThenotionofconversationalimplicatureisoneofthemostimportanttheoriesinpragmatics.Animplicatureissomethingmeant,implied,orsuggesteddifferentfromwhatissaid.Thetermof“implicature”isderivedfromtheword“implicate”whoseprimitiveform“implicates”appearedfirstinLatinandwhoseprimitivemeaningwas“intervene,entangle,involve”.Implicaturecanbepartofsentencesmeaningordependentonconversationalcontext,andcanbeconventionalorunconventional.Thetheoryofconversationalimplicaturehas eoneoftheprincipalsubjectsofpragmatics.Grice,whocoinedtheterm“implicature”,developedaninfluentialtheorytoexinandpredictconversationalimplicatureanddescribehowitisunderstood.Thecooperativeprincipleandassociatedsyacentralrole.Gricewasthefirstonetosystematicallystudythecasesinwhichwhataspeakermeansdiffersfromwhatthespeakersays.Grice’stheoryofconversationalThetheoryofconversationalimplicaturewasfirstproposedbyGrice,whoisanAmericanlinguisticphilosopher.GricedeliveredthreespeechesinhisWilliamJameslecturesatHarvardUniversityin1967.Amongthese,thesecondlectureentitled“LogicandConversation”cameoutin1975.Therehepresentedthetheoryof“CooperativePrinciple”Implicature”.Itisthecoreofpragmatics,whichysanimportantroleinspeechcommunication.Leech(1983)considersthatitwasagreatbreakthroughinpragmaticsstudyandofferedanexnatorytheoryforthestudyofhuman’sspeechcommunication.Inordertounderstandcomprehensivelyandthoroughlythepurposeandthesignificanceofthepropositionof“CooperativePrinciple”and“conversationalimplicature”,weshouldfirstofallgetsomeideasofGrice’sbasictheoryabout“meaning”.Gricedivided“meaning”intotwocategories:naturalmeaningandnon-naturalmeaning.Inspeechcommunication,thenon-naturalmeaningoftheutncereferstothemeaningpeopleintendtoexpress,thatis,toconveythepragmaticimplicatureunderspecificcircumstances.Grice’s“non-naturalmeaning”wascomposedoftwoparts:wordmeaningandimplicature.Therefore,inordertostudythemeaningofutnceincommunicationthoroughlyanddeeply,weshouldstudynotonlythewordmeaningoftheutncebutalsoitsimplicature,whereastheconversationalimplicatureisveryimportantintheimplicature.Inlisteningcomprehension,itisdifficultforstudentstounderstandtheconversationalimplicature.Thisisthereasonwhytheyknoweverywordsofaconversation,butcannotchoosethebestanswer.Gricenoticesthatpeopledonotusuallysaythingsdirectlybuttendtoimplythemindailyconversation.Forexample,whenAandBaretalkingabouttheirmutualfriendC,whoisnowworkinginabank.IfAasksBhowCisgettingon,Bmightanswer“Ohquitewell,Ithink;helikeshiscolleagues,andhehasn’tbeentoprisonyet.”HereBcertainlyimpliessomething,thoughhedoesnotsayitexplicitly.GricearguesthatwecanmakeadistinctionbetweenwhatBsaysinthiscaseandwhatheimplies,suggestsormeans.Tomakethepointclearer,wemayhavealookatanotherexample.Aboysaystoagirl,“Youlookbeautifulwithoutglasses.”Thegirlimmediayresponses,“I’mcertainlyuglywearingtheglasses.”Nowtheboymayhavereasontodenythatthegirl’sinterpretationiswhathesays.Buthemaynotbeabletodenyinallfairnessthatthisis,atleastpartly,whatheimplies.Griceexploredthequestionhowpeoplemanagetoconveyimplicature,whichisnotexplicitlyThecooperativeprincipleisthegeneralprincipleofconversation.AccordingtoLevinson(1983),Gricehasdefinedthecooperativeprincipleas“makeyourcontributionmuchasisrequired,atthestageatwhichitoccurs,bytheacceptedpurposeordirectionofthetalkexchangeinwhichyouareengaged.”Speciallyspeaking,everyspeakertalkswithgoalanddirectioninconversation.Itiscooperativeprinciplethatkeepstheconversationgoing.Tospecifythecooperativeprinciplefurther,Griceintroducesfourcategories sofconversationisGrice’ssecondtheory.Itisessentiallyatheoryabouthowpeopleuselanguage.Inthetheory,hedevelopedtheconceptofconversationalimplicature.Grice(1975)issuesthatconversationalimplicatureisrealizedthroughthefoursunderthegeneralprincipleofconversation.Theyaretheofquality,theregulationsare;donotsaywhatyoubelievetobefalse;donotsaythatforwhichyoulackadequateevidence.Tomakeiteasier,theexposesthefactthatwhenpeoplestatesomething,theybelieveinthestatement,andhaveenoughevidencetodoso.Obviously,thetwoconditionsarebothsubjectiveandmakeupageneralconditionthatpeopleshouldbesincereaboutwhattheyspeakout.Asfortheofty,theregulationsare:makeyourcontributionasinformativeasisrequiredforthecurrentpurposesoftheexchange;donotmakeyourcontributionmoreinformativethanisrequired.Theeffectoftheistoaddtomostut ncesapragmaticinferencetotheeffectthatthestatementpresentedisthestrongest,ormoreinformative,thatcanbemadeinsituation.Regardingthe relation,thereisoneregulation:makeyourconditionrelevant.This istheearliestone,whichpointsoutthatthetwosidesofaconversationcenteronthesametopicandavoidassertingsomethingirrelevant.Forthe avoidambiguity;bebrief;beorderly.Theregulationscovermanyaspectsthatastandardsentencecallsfor.Inshort,thesesspecifywhatparticipantshavetodoinordertoconverseinaallyefficient,rationalandcooperativeway:theyshouldspeaksincerely,relevantlyandclearly,whileprovidingsufficientinformation.Allthesescan,ofcourse,beflouted.Thecooperativeprincipledoesnotholdgoodinallconversationsallthetime,butitdoesexinhowwegenerallymanagetounderstandwhatpeoplemean,evenifitisnotexactlywhattheysay.Butbecauseofmanyreasons,peopleusuallydonotspeaklikethatthewholetimeinthereallifecondition.Soifpeopleviolatesomesofconversation,itwillcauseimplicaturesinthecommunication,especiallyinlistening.Thefollowingaresomeexamples:A:Wherehaveyoubeen?B:Out.Thisisaconversationbetweentwopeople,comparedwithA’squestion,B’sansweristoosimple.HejustviolatestheoftyonpurposetoshowthatheisnotwillingtoanswerA’squestionindetails,theimplicativemeaningisthat“WhathaveIbeenisnoneofyourbusiness.”W:HowisPeter’sM:Heisquitewelleducated.He’sevenheardofIntheconversation,themanviolatesthe ofqualityonpurpose;hesayssomethinguntruetoindicatethatPeterisbadeducated.M:Whoa!Hasyourbossgonecrazy?W:Let’sgogetsomecoffee.Thecontextoftheconversationisthat:whenthemanisenteringthewoman’soffice,henoticesthatshehasmanyworkstodo.Thewomandoesnotanswertheman’squestionaccordingtotheofrelation;fromtheanswerwecanconductthattherearereasonswhythewomancannotanswerthequestiondirectly:Thewomandoesnotwanttotalkaboutherboss.Maybethebossisnearby.A:Let’sgetthekidsB:Okay,butIvetoI-C-E-C-R-E-A-Thetwopeoplearediscussingtobuysomethingforthekids.Bviolatestheofmanner;hedoesnotspeakouticecreamdirectlybutspellsitwordbyword.Hispurposeisveryclear,thatis,tomakethekidsnotunderstandwhathesays.Fromtheaboveysis,wecandrawsuchaconclusionthatconversationalimplicatureisofspecialimportance.Sosuchkindofknowledgeisveryimportantforcollegestudentstograspspeakers’impliedmeaning.Therefore,itisagoodwaytohelpimprovecollegeEnglishlisteningcomprehension. ListeningAsweallknow,listeningisoneofthemostimportantandfundamentalskillsinlanguagelearning.Infact,listeningisthemostfrequentlyusedlanguageskillindailylife.Researchersestimatethatwelistentwiceasmuchaswespeak,fourtimesasmuchaswereadandfivetimesasmuchaswewrite.CurrentsituationofteachingofcollegeEnglish–listeningListeningysanimportantroleinEnglishlanguageteaching.WecanalsobeawareofthepositionoflisteninginthecurrentcollegeEnglishlisteningteaching.WiththespreadingadoptionofthenewnationalEnglishtextbooks,moreandmoreattentionhasbeenpaidtoquality-orientededucationsuchascomprehensionabilityinvolvinglistening,speaking,readingandwritinginEnglishteaching.Asaresult,students’listeningabilityandspeakingabilityhavebeenimprovedwidely.Amongthefouraspectsofcollegestudents’comprehension,listeningstandsthefirst.ThatiswhylisteningtakesupaconsiderablepartintheCET-4andCET-6.WiththeproportionoflisteningincreasinginCET-4andCET-6,theteachingoflisteningisdrawingmoreandmoreattention.Thesefactsreflectthatlisteningcomprehensionstandsaprimarypositioninforeignlanguagelearningandmoreandmoreemphasishasbeencedonthetrainingoflisteningcomprehension.Thepracticalteachingmethodstoimprovestudents’listeningabilityappeartobeachallengingsubjectforeveryEnglishteaching.ProblemsoftraditionalteachingAlthoughthelisteningproficiencydirectlyaffectstheimprovementofthewholelevelofEnglish,somepeoplestillpaylittleattentiontoit.Generally,thecollegestudentsonlyhavetwoperiodsoflisteningclasseseachweek.Inspiteofthis,thereislittleimprovementinthetraditionalmethodofteachinglistening.Inthetraditionalwayofteachinglistening,theteacherfirstexinsthenewwordsinthelisteningmaterials,introducesbackground,orsetssomequestionstodrawthestudents’attention,orsimplywithoutthesesteps,andthenysthetapeforthestudentstolistentoandmakesthemdotheexercises.Afterthestudentshavefinishedtheirexercises,theteachercheckstheiranswers.Itseemsthattheteacher’sfunctioninteachinglisteningisonlytoythetapeandchecktheanswers.Studentsalsoaccustomedtothismodelofteachingoflisteninginspiteofthefactthattheybenefitlittlefromit.Studentsassumethetraditionalteachingoflisteningasamatterofcourseandneverthinkofit.Thiskindofsituationregardsteachingoflisteningasadispensablecourse.Sosomecollegesevencutoffthecourseoflistening.Whatshouldbementionednextisthatmanyclassroomlisteningcomprehensionexercisesdemandnoresponseuntiltheendofverylongstretchesofspeech,sothatwhenitcomes,thisresponseisverylargelyatestofmemoryratherthanofcomprehension.Therefore,thestudents epassivelistenersbecauseparticipationintheprocessoflisteningislacked.Gradually,theywilllosemotivationandinterestorhaveaso-calledpanicfeelingwhenlistening.MisunderstandingoflisteningThereisastrangephenomenon:inspiteofyearsoflanguagestudyatschooloneisunabletounderstandwhatisbeingsaidwhenheorshefirstvisitsaforeigncountry.Thereasoncanbetracedbacktothematerialsusedinthelisteningteachingclassforyears.Manylisteningcomprehensionexercisesusedtodayintheclassroomarestillbasedonformalspokenprose,inspiteofthefactthatmostspeechisspontaneousandcolloquialincharacter.Itisnowwidelyacceptedthatthestudentsneedtopracticelisteningwiththekindofspeechtheywillactuallyenterinreallifesothattheywillbeabletounderstandandgiveresponsetowhatthenativespeakersaresaying.Yetmanybooksoflisteningexercisesdonotincludeanyofthematall.Suchbooksareoftenmadeupofpassagesoriginallycomposedaswrittentexts(extractsfromnovels,newspaperarticlesandsoon)recordedontothetape.Thelearnerslistentothetextwithoutknowingmuchaboutwhattheyaregoingtohearorwhattheyarelisteningto,andthentheyhavetoanswercomprehensionquestions,usuallymultiple-choice.Thiskindofpracticedoesnotprovideanyrealisticpreparationforreal-lifelistening.Alistenerwhoreliesonthistypeofexerciseisnotgoingtohaveaverygoodawakeningwhenhetriestounderstandnativespeechinnaturalcommunicativesituations.TheapplicationofconversationalimplicatureinteachingofcollegeEnglish–listeningcomprehensionApplyingthetheoryofconversationalimplicaturetoEnglishlisteningcomprehensionteachingisprovedtobeaneffectivewaytoimprovestudents’listeningability.IncollegeEnglishlistening,itrequiresthatthestudentsbecapableofcomprehendingbetweenthelines.studentsshouldbetrainedinthedifferentcontextualfactorstobeexpertatlisteninginanotherlanguageforconversationalimplicature.Listeningisthemostimportantskillamongthefourskills.Whenpeopleuseitindailylife,conversationalimplicatureshave ethemattermostfrequentlyquestioned.ManypeopleoftenfeelheadachyoversuchTheteachershouldbearesearcherinhisteachingoflisteningcomprehension.Heshouldknowwhatelsetoteachhisstudentsbesidesjustyingthetape.Sincethestudentsareinwantoflinguistictheoriestoguidetheirlistening,itwillbetheteacher’sdutytosatisfytheneed.Thoughthetextbooksdonotprovideadditionaltheoriesinlisteningcomprehension,theteachershouldserveasanorganizerofresourcesandasaresourcehimselforherselftoconveythenecessarytheoriestothestudents.Theinformationcancoverthenatureoflisteningcomprehension,suchasinformationprocessing,thelearningstrategiesinvolvedinlisteningcomprehension,problemsalistenermayfaceandthewaystosolvethem.Thenatureoflearnercanalsobeincluded,asitisthelearnerwhoisdirectlyinvolvedinthelisteningprocess.SinceL2Englishlearnerscanbenefitfromtargetedfocusonpracticalcomprehension,itcanbedonebyusingauthenticlanguagesamplestoprovidestudentspracticesonhownativespeakersexpressthemselvespragmatically,notjustlinguistically.Adualfocusonpragmaticandlinguisticmeaningwillprovidelearners,particularlow-levellearners,withafullerpictureofEnglishlanguageuse.Inasense,thetheoryofconversationalimplicaturemaybeseenasanattempttoexhowcommunicationsucceedsinthefaceofviolationofthes.Soitisnecessarytoacquireknowledgeofviolationofstoimprovestudents’Englishlisteningcomprehension.Inthefollowing,detailedexamplesfortheviolationofswillbeTheapplicationof inteachingofcollegeEnglish–listeningThecategoryofty,concernedwiththetyofinformationtobehastwoMakeyourcontributionasinformativeasisrequiredforthecurrentpurposesoftheDonotmakeyourcontributionmoreinformativethanisHowever,peopledonotalwaysobeycooperativeprinciple.Theimpliedmeaningisproducedasaresultofviolationofty.Herearesomeexamples:M:How’sJohnnow?IshefeelingW:Notyet.Itstillseemsimpossibletomakehims.Talkingtohimisreallydifficult.Andhegetsupseteasilyoverlittlethings.Intheconversation,astotheman’squestion,whatthewomanansweredshouldnotcontaintheextrainformationaccordingtothety.Itisenoughforthewomantosay“notyet”.ButthefactisthatthewomandescribedindetailwhatwasJohnngandwhatdidJohn’sweirdbehaviorlike,suchasthecommunicatingdifficultlyanddepressingeasily，whichviolatedthetybyprovidingthemoreinformationthantherequiredones.Throughtheadditionalinformation,thewomanwouldliketoconveytothelistenerthatJohnisstillinabadconditionandtherearesomeproblemsofhisemotion.W:Youboughtapairofnsyesterday,didn’tyou?WhataretheyM:Oh,theyareprettymuchlikemyotherones,exceptwithalargerwaist.IguessIhaven’tspentmuchtimeexercisinglay.Intheconversation,themanviolatesthesecond ofty.Theman’sanswerismuchmorethewomanwantstoknow.Whenthemanhearsthequestion:Youboughtapairofnsyesterday,didn’tyou?Whataretheylike?Infact,thesentence“Oh,theyareprettymuchlikemyotherones.”isenoughtoanswerthewoman’squestion.Buthesayssomethingmore,thatis,“exceptwithalargerwaist.IguessIhaven’tspentmuchtimeexercisinglay.”Hisimpliedmeaningisthathehasgainedsomeweightrecently.She:HowolddoyouthinkIam?He:Youdon’tlookit.Accordingtothecooperativeprinciple,thehearerassumesthatthespeakeriscooperativeandknowsthatheistryingtosaysomethingdistinctfromtheli lmeaning.Theresponseisalsoaclueforthehearersothathecanunderstandthemeaningofit.Thisisanexampletoillustratetheviolationoftheofty.Theusualwaytoanswerthewoman’squestionhowolddoyouthinkIamisadefinitenumbersuchas30,35etc.Themanviolatesthetytoanswerinaspecificmanner“youdon’tlookyourage”.Infact,hisansweristhebestmethodtopraisethewoman.Nomatterwhatisthewoman’sactualage,shewillbehappytohearsuchTheapplicationof inteachingofcollegeEnglish–listeningInthecategoryofquality,thereasuper :Trytomakeyourcontributiononethatistrueandtwospecifics；DonotsaywhatyoubelievetobeDonotsaythatforwhichyoulackadequateSometimes,peoplefloutthequalityonpurpose.Theviolationconsistsoftwoaspects.Oneistosaywhatyoubelievetobefalse.Theotheristosaythatforwhichyoulackadequateevidence.Theviolationofqualitycanalsocauseconversationalimplicaturetooccur.Herearesomeexamples:M:Canyoubelieveit?JessietoldherbosshewaswrongtohavefiredhismarketingW:Yeah,butyouknowJessie.Ifshehassomethinginmind,everyonewillknowaboutit.Intheconversation,thewomansaysthatifJessiehassomethinginmind,everyonewillknowaboutit.Throughtheword“everyone”,wecanseethathyperboleisusedinthewoman’sutnce.Heransweris,ofcourse,impossibletobetrue.IfJessiehassomethinginmind,itisimpossiblethateveryonewillknowaboutit.Therefore,thewomanviolatesthequality.Shesayssomethingfalse.ThisexaggerationshowsthatJessieisagirlwhoalwayssayswhatshethinks.W:IhaveneverreallyseenyouhavesuchconfidencebeforeintheM:It’smorethanconfidence!RightnowIfeltthatifIobtainedlessthananA,itmustbethefaultoftheexamitself.Inthisdialogue,thewomancomplimentsthemanthatheisconfidentaboutthistest.Themanmakesfurtherevidenceaboutthisconfidenceandfeelsthathewillbeboundtogetagoodscore.Themansayswithmuchmoreself-confidencethatifhecannotgetA,ithaveaproblemwiththisexamitself,whichviolatedthequalitybecauseevenifthemanhavenothadanA,hecannotprovethattherearesomethingwrongintheexam.So,whathesayshereislackofadequateevidence.Theimplicaturehereisthatheisveryconfidentwiththisexamindeed.W:HowcomeJimlosthisM:Ididn’tsayhe’dlostit.AllIsaidwasifhedidn’tgetoutandstartsellingafewcarsinsteadofidlingaroundallday,hemightfindhimselflookingforanewjob.Inthedialogue,theman’sanswerisjustaspeculationthatlacksofadequateevidence,whichviolatestheofquality.Thisrequiresnotsayingwhatyoubelievetobefalseandnotsayingthethingyoulackadequateevidence.Here,theman’sanswerislackofadequateevidence.HespeculatesthatJimhaslosthisjobaccordingtoJim’sbehavior.Theapplicationofrelation inteachingofcollegeEnglish–listeningTh